NYC District 11 - PS 189, NY
2020-2021 Report
Background
In SY20-21, Teaching Lab administered online diagnostic and follow-up surveys of educators participating in Teaching Lab’s professional learning in order to measure growth and improvement in three different areas: 1) Educator Mindsets and Beliefs, 2) School Environment, and 3) Content and Pedagogical Content Knowledge. There were 18 educators who completed the diagnostic survey, 0 educators who completed the follow-up survey, and 0 educators who completed both.
Summary of Results
Methodology and Presentation of Results
We have provided two types of results for each section: The results in the first three columns of the table refer to the overall group averages. We provide the group average for the diagnostic and follow-up surveys as well as the percentage point change (increase or decrease) over this time. It is important to note that the group that completed the diagnostic survey and the group that completed the follow-up survey are different in size. The results in the fourth column reflect the percentage of educators who improved their responses or sustained the highest level response from the diagnostic to follow-up survey. This group of educators is the same for both surveys and is smaller in size.
Section 1: Mindsets and Beliefs
Educators were asked a series of questions about their mindsets toward instruction and students on a 5-point Likert scale from 1- Strongly disagree to 5- Strongly agree. The questions focused on four core constructs surrounding mindsets and beliefs, specifically the recognition of race and culture, growth mindsets, high expectations, and taking accountability for equitable instruction.
| Educators with Equitable Mindsets and Beliefs, by Survey Administration | ||||
|---|---|---|---|---|
| % of Educators with Equitable Mindsets & Beliefs | ||||
| Overall score | 68% | 71% | +3% | 80% |
| Recognition of race & culture | 33% | 34% | +1% | 52% |
| Holding growth mindsets | 53% | 61% | +8% | 74% |
| Having high expectations and beliefs | 96% | 94% | −2% | 96% |
| Beliefs in the impact of professional learning | 92% | 93% | +1% | 97% |
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1
Note: The number of observations varies between items from 116 to 547
2
n = 116
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The plot illustrates educators’ average scores from the diagnostic and follow-up surveys, which corresponds to the information in the first three columns of the table. Orange represents the diagnostic scores, and blue represents the follow-up scores. The arrows represent the directionality, showing an increase or decrease in the average scores.
Section 2: School Environment
Educators were asked about their school environment, including culture and climate on a 5-point Likert scale from 1- Strongly disagree to 5- Strongly agree. Specifically, educators were asked about trust and connectedness to other educators, their role in shaping their own professional learning, and confidence in implementing the curriculum in a way that maximizes positive impact for student learning.
| Educators Perception of School Culture and Climate, by Survey Administration | ||||
|---|---|---|---|---|
| % of Educators with Positive Perceptions of School Culture and Climate | ||||
| Overall score | 66% | 64% | −2% | 84% |
| Trust in fellow teachers | 83% | 72% | −11% | 88% |
| Connectedness to fellow teachers | 75% | 70% | −5% | 90% |
| Have influence over professional learning | 36% | 38% | +2% | 67% |
| I am confident that I am implementing the curriculum in a way that maximizes positive impact for student learning | 68% | 74% | +6% | 90% |
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1
Note: The number of observations varies between items from 109 to 440
2
n = 109
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The plot illustrates the shifts in educators’ reported culture and climate, which corresponds to the information in the first three columns of the table. Orange represents the percentage of educators with positive perceptions in the diagnostic survey, and blue represents the percentage in the follow-up survey. The arrows represent the directionality, showing an increase or decrease in the percent of educators who agreed or strongly agreed with the items.
Section 3: Content and Pedagogical Content Knowledge
Educators were asked a series of questions about their knowledge of instructional shifts and evidence-based instructional practices in their content area.
Section 3a: ELA Content and Pedagogical Content Knowledge
In ELA, the questions focused on seven core constructs, as shown in the table.
| Educators’ ELA Content and Pedagogical Content Knowledge, by Survey Administration | ||||
|---|---|---|---|---|
| % of Educators with ELA Content & Pedagogical Content Knowledge | ||||
| Overall score | 59% | 66% | +8% | 72% |
| ELA instructional shifts | 51% | 58% | +6% | 64% |
| Fluency | 52% | 58% | +7% | 65% |
| Text complexity | 58% | 73% | +15% | 79% |
| Close reading | 66% | 72% | +6% | 76% |
| Building knowledge | 52% | 67% | +15% | 74% |
| Supporting students with unfinished learning | 68% | 70% | +2% | 72% |
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1
Note: The number of observations varies between items from 69 to 408
2
n = 69
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The plot illustrates the shift in educators’ average scores for ELA content and pedagogical content knowledge, which corresponds to the information in the first three columns of the table. Orange represents the diagnostic scores, and blue represents the follow-up scores. The arrows represent the directionality, showing an increase or decrease of average scores.
Section 3b: Math Content and Pedagogical Content Knowledge
In Mathematics, the questions focused on four core constructs, as shown in the table.
| Educators Math Content and Pedagogical Content Knowledge, by Survey Administration | ||||
|---|---|---|---|---|
| % of Educators with Math Content & Pedagogical Content Knowledge | ||||
| Overall score | 60% | 63% | +3% | 69% |
| Math instructional shifts | 53% | 53% | +0% | 62% |
| Equitable Math Instruction | 72% | 78% | +6% | 82% |
| Supporting students with unfinished learning | 65% | 72% | +7% | 75% |
| Effective Teaching Practices | 56% | 54% | −1% | 60% |
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1
Note: The number of observations varies between items from 51 to 129
2
n = 51
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The plot illustrates the shift in educators’ average scores for Math content and pedagogical content knowledge, which corresponds to the information in the first three columns of the table. Orange represents the diagnostic scores, and blue represents the follow-up scores. The arrows represent the directionality, showing an increase or decrease of average scores.
Section 4: Teacher Practices
Coaches, leaders, and/or administrators were asked about the areas they focus on when observing teachers in general and also whether they observe differences in teaching practices between teachers who have participated in Teaching Lab professional learning and teachers who have not.
First, coaches, leaders, and/or administrators were asked whether they focus on the following areas when observing teachers: The lesson is focused on a high-quality text or task. The questions and tasks address the analytical thinking required by the grade-level standards. All students have opportunities to engage in the work of the lesson.
| Lab Leaders Perceptions of School Culture and Climate, by Survey Administration | ||||
|---|---|---|---|---|
| % of Educators who Agreed or Strongly Agreed | ||||
| Overall score | 91% | 85% | −6% | 91% |
| Whether the lesson is focused on a high-quality text or task | 89% | 82% | −7% | 91% |
| Whether the questions and tasks address the analytical thinking required by the grade-level standards | 89% | 91% | +2% | 91% |
| Whether all students have opportunities to engage in the work of the lesson | 94% | 82% | −12% | 91% |
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1
Note: The number of observations varies between items from 11 to 107
2
n = 11
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The plot illustrates the shifts in coaches, leaders, and/or administrators’ reported observation practices, which corresponds to the information in the first three columns of the table. Orange represents the percentage who always or almost always focus on these aspects in the diagnostic survey, and blue represents the percentage in the follow-up survey. The arrows represent the directionality, showing an increase or decrease in the percent of educators who always or almost always focus on these aspects.
Coaches, leaders, and/or administrators were also asked to compare teaching practices between Teaching Lab participants and non-Teaching Lab participants in the follow-up survey. They were asked about the same three areas above.
| % of coaches, leaders, or administrators that always or almost always observe the teaching practice |
||
|---|---|---|
| TL Teachers | Non-TL Teachers | |
| The lesson is focused on a high-quality text or task | 100% | 55% |
| The questions and tasks address the analytical thinking required by the grade-level standards | 82% | 0% |
| All students have opportunities to engage in the work of the lesson | 73% | 9% |
The graph illustrates the differences in teaching practices between teachers who have participated in Teaching Lab professional learning and teachers who have not, as reported by the coaches, leaders, and/or administrators.
Section 5: Lab Leaders
Lab Leaders were asked about their engagement in different activities, such as leading professional learning, leading PLC meetings, coaching teachers, sharing information and resources, and improving their own instructional practices.
| % of Lab Leaders who engaged in the activity | |
|---|---|
| Improve my own instructional practice | 16.67% |
| Lead PLC meetings for teachers, Coach teachers, Share information or resources with teachers, Improve my own instructional practice | 16.67% |
| Lead professional learning for teachers, Lead PLC meetings for teachers, Coach teachers, Share information or resources with teachers | 16.67% |
| Lead professional learning for teachers, Lead PLC meetings for teachers, Coach teachers, Share information or resources with teachers, Improve my own instructional practice | 50.00% |
The graph below illustrates the Lab Leaders participation in different activities.
Section 6: Student Work
TO BE DEVELOPED (TBD)
Section 7: Classroom observations
TBD
Section 8: Participant Feedback
Participant feedback from the dashboard (no filters) Participant feedback from below (post_gainsqual)
3 questions: post_gainsqual Overall, what did you gain from the professional learning you received from Teaching Lab this year? post_improvequal Overall, what could have improved about the professional learning you received from Teaching Lab this year? pre_comments post_comments pre: If you have questions or comments about this diagnostic or your partnership with Teaching Lab, please let us know. post: We’d appreciate any other feedback you have about Teaching Lab’s professional learning this year.
info@teachinglab.org